In this article, time effects on intelligence test scores have been investigated. In particular, we examined whether the "Flynn effect" is manifest in children from the middle and higher IQ distribution range, measured with a child intelligence test based on information processing principles--the Leiden Diagnostic Test. The test was administered…

To examine the relationship between superior intellectual functioning and physiological patterns and events during sleep, sleep records made on five consecutive nights and based on standard electrographic measures were made for 11 male children between 8 and 12 years of age. (RH)

This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)

Tested 103 schoolchildren to investigate the hypothesis that the brightest students tend to have last names toward the beginning of the alphabet. Significant relationships between alphabetical position of surnames and intelligence were found, but the relationships existed only for third graders and were gone by the fifth grade. (DS)

Lynn [Lynn, R., 2002. Sex differences on the progressive matrices among 15-16 year olds: some data from South Africa. "Personality and Individual Differences 33," 669-673.] proposed that biologically based developmental sex differences produce different IQ trajectories across childhood and adolescence. To test this theory we analyzed the…

A major criticism of standardized intelligence tests is their improper use in measuring the intellectual competence of culturally diverse children. Factors which complicate the issue are the definition of intelligence, content bias in intelligence tests, and the interpretation of test scores between white middle class children and children of…

This report contains national estimates of the prevalence of selected congenital and early development health problems. It describes the relationship of selected aspects of family background, infant health status, and early developmental history to the intellectual development and maturity of noninstitutionalized children 6-11 years of age in the…

Compared the performance of 56 children on the 11 subscales of the Luria-Nebraska Neuropsychological Battery-Children's Revision. Results revealed significant differences on Receptive Speech and Expressive Language subscales, suggesting a possible differential sensitivity of the children's Luria-Nebraska to verbal and nonverbal cognitive deficits.…

The vocabulary and block design short forms of the Wechsler Intelligence Scale for Children-Third Edition were administered to 63 children with attention deficit hyperactivity disorder (ADHD), 69 children with reading difficulties (RD), and 68 children with comorbid ADHD and RD. No significant differences were found. (Contains references.)…

Reports a study using meta-analytical procedures to compare WISC-R subtest performance patterns of 29 samples of retarded, average, and above average intelligence children. Shows how the study results in distinct WISC-R profiles for each group and demonstrates how the subtest performance patterns are strongly related to overall intellectual level.…

Factor analyzed Wechsler Intelligence Scale for Children-Revised scores of low-IQ youths aged 9-11 and 14-16. Extracted Verbal Comprehension, Perceptual Organization and Freedom From Distractibility dimensions for each group. Coefficients of congruence indicated the two age groups were not similar on the Freedom From Distractibility factor.…

Determined if Wechsler Intelligence Scale for Children-Revised subtest patterns would differentiate the performance of emotionally disturbed and learning-disabled children. Subtests differentiated significantly between diagnostic categories. Learning-disabled children performed predictively poorer on block design, picture arrangement, and object…

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…

WISC-III scores of 233 students (ages 9 to 13) with mental retardation were examined. Boys had higher Full Scale, Verbal, and Performance IQs than did girls. Boys also had higher scores on six of the 10 subtests. In addition, all of the statistically significant differences were in favor of boys. (Author/CR)

Educable mentally retarded (EMR) and nonretarded (NR) adolescents verified superordinate and basic level descriptions of common objects. Results suggest that EMR subjects had difficulty making semantic classification decisions in general. Other results suggest that group differences in semantic processing speed were related to the deliberate…